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81.
Resilient teachers: resisting stress and burnout 总被引:5,自引:0,他引:5
In Australia, the incidence of teacher stress and burnout has caused serious concern. Many studies of teacher stress have focused on the dysfunctional strategies of individual teachers – in other words they have adopted a deficit approach to the problem with the focus firmly fixed on whats going wrong. From this perspective, the failure of some teachers to cope has generally been defined as a personal rather than an institutional weakness and the solutions that have been promoted have been largely palliative or therapeutic. The study reported in this paper adopted a different approach to the question of teacher stress and burnout. Instead of asking whats going wrong we asked why are some teachers able to cope successfully with the same kinds of stressors that appear to defeat others – in other words, we looked at whats going right. 相似文献
82.
The personality of exemplary young adults was studied in an effort to paint a portrait of moral excellence that expanded upon the traditional emphasis on moral reasoning maturity. These young adults were nominated based on their extraordinary moral commitment towards various social organizations. The sample included 40 moral exemplars and 40 matched comparison individuals who responded to a battery of questionnaires and participated in a semistructured interview. It was found that moral exemplars, in contrast to comparison individuals, were more agreeable, more advanced in their faith and moral reasoning development, further along in forming an adult identity, and more willing to enter into close relationships. These findings are discussed in the context of describing moral excellence from a multifaceted, personality perspective. 相似文献
83.
Sue S 《The American psychologist》2003,58(11):964-970
Cultural competency guidelines and policies are being widely established. Yet some critics have challenged the evidence for cultural competency and the lack of efficacy studies that demonstrate its outcomes. Various positions are examined that discuss cultural competency research. They include the need for more resources for research, scientific practices that overlook ethnic research findings, fruitfulness of theory-driven rather than population-based research, problems in defining cultural competency as a technique, and development of policies in the absence of research. Implications of these positions are discussed. 相似文献
84.
Hemispheric processing characteristics for lexical decisions in adults with reading disorders 总被引:3,自引:0,他引:3
The present study measured unilateral tachistoscopic vocal reaction times and error responses of reading-disordered and normally reading adults to single words and nonwords in a series of lexical decision tasks at two linguistic levels (concrete and abstract words). Analysis of variance on reaction times indicated that main effects of stimulus type, visual field, and the interaction of these variables were not significant for the reading-disordered group, but visual field and an interaction of visual field and stimulus type were for the normally reading adults. Error rate showed a significant interaction of stimulus x visual field for the reading-disordered group but not for the normal reading group. Post hoc tests showed significant differences in error rates between visual fields for concrete lexicon but not for abstract or nonsense lexicon for the reading-disordered group. These findings suggest a deficit in interhemispheric lexical transfer occurs for reading-disordered samples and suggest use of a callosal relay model wherein the left hemisphere is allocated responsibility for performing central operations underlying lexical decisions by adults with reading disorders. 相似文献
85.
Do the mental images of 3-dimensional objects recreate the depth characteristics of the original objects? This investigation of the characteristics of mental images utilized a novel boundary-detection task that required participants to relate a pair of crosses to the boundary of an image mentally projected onto a computer screen. 48 female participants with body attitudes within expected normal range were asked to image their own body and a familiar object from the front and the side. When the visual mental image was derived purely from long-term memory, accuracy was better than chance for the front (64%) and side (63%) of the body and also for the front (55%) and side (68%) of the familiar nonbody object. This suggests that mental images containing depth and spatial information may be generated from information held in long-term memory. Pictorial exposure to views of the front or side of the objects was used to investigate the representations from which this 3-dimensional shape and size information is derived. The results are discussed in terms of three possible representational formats and argue that a front-view 2 1/2-dimensional representation mediates the transfer of information from long-term memory when depth information about the body is required. 相似文献
86.
Executive function (EF) refers to fundamental capacities that underlie more complex cognition and have ecological relevance across the individual's lifespan. However, emerging executive functions have rarely been studied in young preterm children (age 3) whose critical final stages of fetal development are interrupted by their early birth. We administered four novel touch-screen computerized measures of working memory and inhibition to 369 participants born between 2004 and 2006 (52 Extremely Low Birth Weight [ELBW]; 196 late preterm; 121 term-born). ELBW performed worse than term-born on simple and complex working memory and inhibition tasks and had the highest percentage of incomplete performance on a continuous performance test. The latter finding indicates developmental immaturity and the ELBW group's most at-risk preterm status. Additionally, late-preterm participants performed worse compared with term-born on measures of complex working memory but did not differ from those term-born on response inhibition measures. These results are consistent with a recent literature that identifies often subtle but detectable neurocognitive deficits in late-preterm children. Our results support the development and standardization of computerized touch-screen measures to assess EF subcomponent abilities during the formative preschool period. Such measures may be useful to monitor the developmental trajectory of critical executive function abilities in preterm children, and their use is necessary for timely recognition of deficit and application of appropriate interventional strategies. 相似文献
87.
Carl Walker 《Journal of community & applied social psychology》2012,22(6):533-538
In the UK in recent years, there has been a considerable and sustained increase in both levels of personal debt and over‐indebtedness. This commentary argues that recent UK policy formulation on personal debt management has sidelined problematic macroscopic political and economic changes by locating personal debt as a problem of individual financial incompetence. Through specific institutions, tools, techniques and practices, certain configurations of people in debt have been rendered knowable and changeable. In doing so, public policies that have brought about a greater need for a greater number of people to rely on personal debt remain largely beyond public view and have instead been reconstituted as problems of access to financial capability training. Copyright © 2011 John Wiley & Sons, Ltd. 相似文献
88.
Christopher O. Walker 《Social Psychology of Education》2012,15(1):97-107
The goal of the current study was to examine the predictive relationships among a set of cognitive-motivational variables
that have been found in previous studies to support academic achievement. Student perception of a classroom’s achievement
goal structure (classroom mastery, classroom performance-approach, classroom performance-avoidance) was used as the primary
set of predictor variables, while student perceptions of belonging and subject matter instrumentality were used as dependent
variables. There were 227 participants in the current study each of whom were enrolled in a rural high school in the Midwestern
United States. Results indicated that the classroom level goal orientation was, in fact, predictive of belonging and perceived
instrumentality. Specifically, classroom mastery goals and classroom performance-approach goals were found to positively relate
to both belonging and perceived instrumentality. Implications of the aforementioned relationships are discussed. 相似文献
89.
‘Contract cheating’ has recently emerged as a form of academic dishonesty. It involves students contracting out their coursework
to writers in order to submit the purchased assignments as their own work, usually via the internet. This form of cheating
involves epistemic and ethical problems that are continuous with older forms of cheating, but which it also casts in a new
form. It is a concern to educators because it is very difficult to detect, because it is arguably more fraudulent than some
other forms of plagiarism, and because it appears to be connected to a range of systemic problems within modern higher education.
This paper provides an overview of the information and literature thus far available on the topic, including its definition,
the problems it involves, its causal factors, and the ways in which educators might respond. We argue that while contract
cheating is a concern, some of the suggested responses are themselves problematic, and that best practice responses to the
issue should avoid moral panic and remain focussed on supporting honest students and good academic practice. 相似文献
90.
The purpose of the current study was to examine the degree to which instruction based on stimulus equivalence procedures could be used to teach single-subject design methodology to graduate-level professionals through a Web-based course management system known as Blackboard (see http://www.blackboard.com). Specifically, we used the stimulus equivalence paradigm to teach relations among the names, definitions, graphical representations of the designs, and two practical scenarios of when it would be appropriate to implement each design. Most participants demonstrated the emergence of untaught relations, and some participants showed generalization to novel vignettes and graphs. Relations largely were not maintained at follow-up but were retaught. 相似文献